1) TPACK is a framework for teacher knowledge that focuses on the intersections between technological knowledge, pedagogical knowledge, and content knowledge. 2) A study examined the relationship between modeling technology use during teacher preparation and the development of pre-service teachers' TPACK. It found that greater modeling of technologies like digital materials and communication tools predicted higher TPACK. 3) TPACK can be used as a framework for teacher educator development to help integrate technology throughout teacher preparation programs in a way that connects it to pedagogy and content.

1. TPACK: AN EMERGING RESEARCH AND DEVELOPMENT TOOL FOR TEACHER EDUCATORSAnn ThompsonIowa State University ​EvrimBaranIowa State UniversityHsueh-Hua ChuangNational Sun Yat-senUniversity

2. Outstanding Students from Turkey in My Research ProgramISUGraduate StudentsSonmezPamukIsmail SahinEvrimBaranVisiting ScholarsTurkanKarakusAyseGul Kara

3. Each winter, about 40 preservice teachers from Turkey join us for 6 weeks of student teachingTurkish Student Teachers at ISU

4. Strong influence and contributions from graduate students from TurkeyLasting collaborative tiesDirect involvement with our TPACK workProfessional and Personal Ties

5. OutlineTPACK conceptual frameworkExamplesTPACK Impact in researchTPACK impact in practice

6. Technology Use in Schools Has Not Met Expectations“Although computers were available, teachers were not using them; and when they did, it was at an adoption stage of use, reinforcing basic skills.”Cuban, 2001

7. echno-centric ApproachCTLimited or no connections to Pedagogy and ContentP

8. Evidence of Techno-Centric ApproachEarly emphasis on the technology in isolationComputer labs, centers that are not integrated into the curriculumSeparate computer classes

9. Can knowing a technology automatically lead to good teaching with technology?GAPCLASSROOMSWORKSHOPSWhere skills are applied.Know how to teach with it.How and where skills are learned.Know how to use

10. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGECPontentedagogyTechnology

11. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGECPPedagogical Content KnowledgeThe ways of representing and formulating the subject that make it comprehensible to others.

12. Pedagogical Content KnowledgeCONTEXTCONTEXTCPTechnological Content KnowledgeTechnological Pedagogical KnowledgeTCONTEXTCONTEXT

13. TPCKTPACKTotal PACKage

15. TPACK ExamplesScienceUsing probes for data collectionUsing spreadsheets for data analysisBehaving as a scientistSocial StudiesUsing digital archivesCreating digital, historical storiesForeign Language

16. Teachers Need Technological Pedagogical Content KnowledgeFocus is no longer upon the technologyTPACK provides a framework to think about teacher technology use and staff development in both higher education and K-12 environmentsThe emphasis is on the intersection of technology, content and pedagogy

17. TPACK For Teacher Training and Professional DevelopmentCPT

18. TPACK Research First generation TPACKSecond generation TPACK

19. WHY a Survey?Making it real/opening the conversationEfficient way to focus on preservice teacher development of TPACK over timeData for professors on individual classesSurvey available at: http://tpack.org

20. TPACK Survey DevelopersDenise A. Schmidt, Evrim Baran, Ann ThompsonCenter for Technology in Learning and TeachingPunyaMishra, Matthew J. Koehler, Tae S. Shin

21. Research Plan

22. Research Context3-credit, introduction to technology course (15 weeks)Required for elementary education and early childhood education majorsAttend two, 1-hour lectures and one, 2-hour laboratory session every week

23. TPACK Survey ItemsTechnological Pedagogical Content Knowledge (TPACK)I can use strategies that combine content, technologies and teaching approaches that I learned about in my coursework in my classroom.

24. I can choose technologies that enhance the content for a lesson.

25. I can select technologies to use in my classroom that enhance what I teach, how I teach and what students learn.

26. I can provide leadership in helping others to coordinate the use of content, technologies and teaching approaches at my school and/or district. Data AnalysisInternal consistency (Cronbach’s alpha)Principal components factor analysisComposite scoresPaired Sample t-testPearson Product-moment correlationsFactor AnalysisReliability AnalysisContent Analysis

27. Final Validation

28. Paired-Sample t-test

29. Current Research on TPACKImplementation of the survey in different educational contextsSurvey translation to different languagesTrace the development of TPACK throughout the programSet a frame for developing TPACK throughout the teacher education program, emphasizing pedagogy and content as wellBegin PreK-6 classroom observations of preservice teachers’ TPACK

30. Minneapolis Public Schools (MPS): Professional Development through Technology (PDT2) Ohio University: Teacher’s Professional DevelopmentBrigham Young University, UtahSam Houston State University, TexasNorthern Arizona University: Mathematics for Elementary TeachersSyracuse University, New YorkUniversity of TennesseeNorthCentral University, Arizona

31. University of Delhi Teacher Preparation program, India University of Southern Queensland, Australia University of the Punjab, Pakistan: TPACK of Elementary and ECE Pre-service teachers Sakarya University, Turkey: TPACK Survey TranslationNational Sun Yat-sen University, TaiwanSelcuk University, Konya

32. Technology Modeling Effects on In-service Early Childhood Teachers TPACKA Case in Taiwan

33. Purpose of the StudyTo examine the relationship between the degree of modeling technology used during the teacher preparation stage and the development of technological pedagogical content knowledge (TPCK) of early childhood teachers in Taiwan.

34. MethodsInstrument: --Demographic section, --TPACK instrument was translated and adapted from Schmidt et al. (2009) survey instrument. -- the five items of modeling technology use by the teacher education faculty 1) the use of Information Technology (IT) hardware and software in teaching and learning, 2) the use of digital materials and multimedia educational software, 3) the use of online course platform, 4) the use of online assessment, and 5) the use of CMC tools to facilitate interactions among learners and instructors. Pilot Study A total of A total of 335 early childhood teachers took the final survey and the response rate is 86%.

35. ResultsFive modeling technology uses during the teacher preparation stage has a mean of 3.57 (SD=.74) on a five point likert scaleSelf-assessed TPACK and the extent of the five technology modeling uses during the teacher preparation stage was significantly correlated at the 0.01 level with the r ranging from .4 to .628 (Table 1) A summary of stepwise regression results -- two technology modeling uses were significant predictors of the TPACK measure (p <.001). a) the use of CMC (computer-mediated communication) tools such as email, blogs, web discussion forums to facilitate interactions among learners andb) instructors and the use of digital materials and multimedia educational software (Table 2)

36. Table 1

37. Table 2

38. Discussions and Conclusion This present study reinforced and validated the significance of the Research from Preparing Tomorrow Teaches to Use Technology (PT3) grant projects have proposed that modeling in technology use and integration in teacher preparation course has positive effects for the preservice teachers’ future use of technology in their professional career in K-12 schools (Adamy & Boulmetis, 2005; Casey & Casey, 2004). In addition, this study provides a useful approach for using TPACK survey research to examine approaches to technology integration.

39. TPACK AS A FRAME FOR DEVELOPMENTDevelopment for teacher educationDevelopment in elementary, middle school and high school

40. TPACK FOR TEACHER EDUCATORSFramework for Program Development

41. Tool for Individual Faculty

42. Technology Course(s)

43. Encourages Integration Across the Program

44. Framework for ResearchTPACK FOR TEACHER EDUCATORSMentoring program discovery

45. One to one faculty mentoring

46. Discovery of TPACK frame

47. Use for defining work with faculty

48. Moves us from focus on the TTHE GOALGo beyond the required technology course to integrate technology throughout teacher education

49. Develop Technological pedagogical content knowledge in faculty and studentsThe ApproachGraduate Students MentorsMeet with Faculty One Hour Per WeekSupport Faculty in Classroom UsesCollect Data on the ApplicationsEmphasis on Community of Technology Using Educators

50. THE TECHNOLOGY IN TEACHER EDUCATION COMMUNITYCentral community-building experience for the mentorsPlace to bring technical questionsPlace to bring mentoring challenges

51. THE IMPORTANCE OF CTLTThe CTLT makes both resources and expertise availableIt serves as a gathering place for mentors and menteeshttp://www.ctlt.iastate.edu

52. THE IMPORTANCE OF CTLT

53. Current Faculty ProjectsContent: One Room School HouseTechnology: Second LifePedagogy: Inquiry

54. http://activitytypes.wmwikis.netTeachers use basic activity types in their planningActivity types are different in different content areasWork to match technology with activity types in different content areasJudi Harris Work

55. TPACK as a frame for:Our ResearchOur DevelopmentOur Collective Progress​tpack.org

56. tpack.org​

57. TeşekkürlerThank you謝謝Ann Thompsoneat@iastate.edu ​Hsueh-Hua Chuanghsuehhua@gmail.comEvrimBaranevrimb@iastate.edu